Although inclusion remains a key goal of education globally, there are still many challenges that exist to supporting students with accessibility requirements and/or disability within secondary school who are already at higher risk of not graduating. Research has often focused on the voices of professionals, such as school leaders and teachers, and neglected listening to students. This study sought to qualitatively explore and understand the students’ (n = 76) perspective regarding whether the support they received in secondary school accommodated their particular needs and provided space for students to give voice to the ways in which this support could be strengthened or improved. Students highlighted the significant benefits of not only tangible accommodations, but also the informal social and emotional supports that were founded on genuine care and connection. School counseling was one of the most widely referenced supports, and although some students reported beneficial experiences, a large number expressed numerous concerns. Academically, there were reports of both effective formal and informal accommodations with a key outcome of improved results and decreased stress. However, students expressed concerns about the accessibility and consistency of accommodations. Implications are discussed with the consideration of the students’ recommendations identified in this study.